Exploring the Impact of Teacher Collaboration on Student Learning: A Focus on Writing

In this yearlong case study, six English teachers in an urban high school in Northern California engaged in sustained collaboration focused on developing and enacting strategies to improve the writing skills of their culturally and linguistically diverse freshmen. The study was conducted between August 2018 and June 2019, to determine the connections, if any, between teacher collaboration and student learning. Qualitative data were analyzed from teacher collaboration and observation of classroom practices, focus groups and teacher-created artifacts. Students’ on-demand writing assessments in fall and spring were compared with instructionally supported writing. Student surveys were analyzed in a mixed methods approach. Findings suggest that students’ writing skills improved and students reported increased confidence in writing and other literacy practices. The lessons developed in the collaboration meetings and observed in practice, in tandem with student and teacher self-reports suggest a positive relationship between teacher collaboration and student learning outcomes

Liberty, Efficiency, and Law

In today’s society there is an increasing demand for renewable energy sources such as sun and wind power. These sources are intermittent, and energy storage is therefore needed to ensure a constant power supply. This report compares pumped hydro energy storage (PHES), compressed air energy storage (CAES), flywheels, batteries, super magnetic energy storage (SMES) and hydrogen energy storage. The opportunities for further development are limited for PHES and CAES in comparison with the other technologies. Lithium-ion batteries and hydrogen energy storage are considered to have the most potential in the future. This is based on the high energy density and the high demand from other industries, the automotive industry in particular. The most limiting factor for both of these technologies is the high cost. Currently there is no method that alone can handle all types of energy storage that is needed, but lithium-ion batteries and hydrogen energy storage will play a key role in the future energy storage. I dagens samhälle efterfrågas allt mer förnybara energikällor så som sol- och vindkraft. Dessa är intermittenta, och för att kunna förlita sig på dessa krävs energilagring. Denna rapport jämför pumpkraftverk, tryckluft (CAES), svänghjul, batterier, supraledande energilager (SMES) och vätgaslagring. Utvecklingsmöjligheterna för pumpkraftverk och tryckluftslager är begränsade jämfört med de andra lagringsmetoderna. De som i denna rapport bedöms ha störst potential i framtiden är litiumjonbatterier och vätgaslagring. Detta beror på att de har hög energitäthet samt att drivkraften för utveckling är stor även i andra branscher, framför allt fordonsbranschen. Största begränsningen för båda teknikerna är kostnaden. I dagsläget finns ingen metod som kan hantera alla typer av energilagring på egen hand, dock <img src="file:///page2image17744" /

Teaching mathematics : self-knowledge, pupil knowledge and content knowledge

Mathematical learning is significantly influenced by the quality of mathematics teaching (Hiebert and Grouws 2007). In spite of the evidence for teachers seeking to do what they believe to be in the best interests of their learners (Schuck 2009; Gholami and Husu 2010), research and policy reports (within the UK and beyond) draw attention to insufficient mathematical attainment (Williams 2008; Eurydice 2011). Why is there this discrepancy? On the one hand, teachers are open to improving their professional practices (Escudero and S´anchez 2007), and on the other, the findings of mathematical education research make little or no impact on teachers’ practice (Wiliam 2003), even although teachers themselves think that they are enacting new or revised practices (Speer 2005)

Stroud College of Further Education: report from the Inspectorate (FEFC inspection report; 59/96 and 30/00)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises the reports for periods 1995-96 and 1999-2000

The Official Student Newspaper of UAS

UAS Answers -- Depletion: reconceptualizing uranium and ‘the other’ -- Red Velvet Cupcakes: It doesn’t have to come from a box -- UAS abroad: Exploring language, culture, history -- Beyond the textbook page: travels in Ghana -- Stress Week: Eight ways to decompress -- Campus Calenda

Teaching to meet the challenges of the space age. A handbook in aerospace education for elementary school teachers

Includes bibliographies.Mode of access: Internet

LITERACY FOR LEARNING IN FURTHER EDUCATION IN THE UK: A SYMPOSIUM

The Literacies for Learning in Further Education (LfLFE) project, a collaboration between two universities – Stirling and Lancaster – and four further education colleges – Anniesland, Perth, Lancaster and Morecambe, and Preston, funded for three years from January 2004 as part of Phase 3 of the TLRP. The project draws on work already done on literacy practices engaged in by people in schools, higher education and the community and seeks to extend the insights gained from these studies into further education. It aims to explore the literacy practices of students and those practices developed in different parts of the curriculum and develop pedagogic interventions to support students’ learning more effectively. This project involves examining literacy across the many domains of people’s experiences, the ways in which these practices are mobilised and realised within different domains and their capacity to be mobilised and recontextualised elsewhere to support learning. A project such as this raises many theoretical, methodological and practical challenges, not least in ensuring validity across four curriculum areas in four sites drawing upon the collaboration of sixteen practitioner researchers. This symposium of four papers examines some of the challenges and findings from the first eighteen months of the project. The first paper explores some of the findings regarding students’ literacy practices in their everyday lives and those required of them in their college studies. The second focuses on one approach adopted by the project as a method through which to elicit student literacy practices. The other two papers focus on different aspects of partnership within the project, in particular the attempts to enable students and lecturers to be active researchers rather than simply respondent